Abstract

This study aimed to inform the redesign of sex education policy in Chiang Mai
(Thailand) by exploring the knowledge and attitudes of teenagers, parents, teachers,
and policy makers and placing these in the wider social, cultural, educational, and
economic context of modern-day Thailand. Six selected secondary schools with
diverse characteristics in socioeconomic and religious backgrounds and locations were
studied. This mixed method study included: semi-structured interviews and narrative
interviews with 18 key stakeholders; analysis of 2 key policy documents; a survey of
2301 teenagers; 20 focus groups of 185 teenagers; a survey of 351 parents; one focus
group of 8 teachers; and two focus groups of 23 parents. Qualitative and quantitative
data were assessed separately with thematic and statistical analysis, respectively, and
outcomes were compared, combined and discussed. Results suggested: school-based
sex education was biologically focused and inconsistently delivered. Chiang Mai
teenagers showed a reasonable knowledge of biological issues around reproduction but
were confused and uncertain about how to obtain or use contraception, avoid
pregnancy and transmission of STIs, negotiate personal and intimate relationships and
find sources of support and advice. Many parents and teachers lacked the knowledge,
confidence, and skills to offer meaningful support to their children. Five important
influences on Chiang Mai teenagers' sexual attitudes and behaviours were noted in this
research: ambiguous social roles leading to confused identity, heightened sexual
awareness and curiosity, critical gaps in knowledge and life skills, limited parental
input, and an impulsive and volatile approach to intimate encounters. Results of this
study suggest several possibility approaches that could be developed to improve sex
education.